Giáo án Tiếng Anh 10 sách Kết nối tri thức với cuộc sống, Giáo án Tiếng Anh 10 sách Kết nối tri thức với cuộc sống sẽ giúp thầy cô có thêm ý tưởng để thiết kế bài
Giáo án Tiếng Anh 10 sách Kết nối tri thức với cuộc sống
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Giáo án Tiếng Anh 10 sách Kết nối tri thức với cuộc sống là tài liệu hữu ích, mang tới đầy đủ các tiết học cả năm theo phân phối chương trình năm 2022 – 2023. Tài liệu được biên soạn theo Công văn 5512 do Bộ GD&ĐT quy định.
Nhằm giúp các thầy cô giáo tiết kiệm thời gian và có thêm tư liệu giảng dạy môn Tiếng Anh 10, Tài Liệu Tiny Edu giới thiệu trọn bộ giáo án Tiếng Anh 10 Kết nối tri thức với cuộc sống. Hy vọng qua giáo án tiếng Anh 10 này sẽ giúp thầy cô có thêm ý tưởng để thiết kế bài giảng hay hơn phục vụ cho công tác giảng dạy của mình. Ngoài ra quý thầy cô tham khảo thêm kế hoạch dạy học tiếng Anh 10 sách Global Success.
UNIT 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
– an overview about the topic Family life;
– vocabulary to talk about household chores.
2. Core competence
– develop communication skills;
– be collaborative and supportive in pair work and teamwork;
– actively join in class activities.
3. Personal qualities
– be aware of responsibilities towards family
II. MATERIALS
– Grade 10 textbook, Unit 1, Getting started
– Computer connected to the Internet
– Projector/ TV/ pictures and cards
– sachmem.vn
Language analysis
Form
Pronunciation
Meaning
Vietnamese equivalent
1. household (a)
/ˈhaʊshəʊld/
relating to a house or flat and the people who live there
trong gia đình, dùng trong gia đình
2. chore (n)
/tʃɔːr/
a job or piece of work that needs to be done regularly
việc vặt
Assumptions
Anticipated difficulties
Solutions
– Students may not know the household chores.
– Students may not know how to work in teams.
– Use pictures/ photos or videos of some household chores to show them in the class.
– Give short, clear instructions and help if necessary.
Board Plan
Date of teaching
Unit 1: FAMILY LIFE
Lesson 1: Getting started – Household chores
* WARM-UP
Game: Let’s race!
I. Vocabulary
1. household (adj) /ˈhaʊs.həʊld/: trong gia đình, dùng trong gia đình
2. chore (n) /tʃɔːr/: việc vặt (thường được dùng ở số nhiều: chores)
II. Practice
Task 1: Listen and read.
Task 2: True or false.
Task 3: Fill in the table.
Task 4: Complete the sentences.
III. Production:
Make a poster
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
– To introduce the unit topic (Family life);
– To introduce some vocabulary and the grammar points to be learnt in the unit.
GAME: LET’S RACE!
* T divides Ss into 4 groups and gives instructions: Watch the video clip and try to remember all the household chores Mr. Bean did in the video. One person from each group then goes to the board and writes the names of the chores.
** Ss do as instructed.
*** Ss work in pairs to discuss the answer after watching the clip, then one representative from each group writes the answer on the board.
**** T confirms the correct answers.
Suggested answer:
1. Mop the floor
2. Clean the toilet
3. Wash the clothes / Do the laundry
4. Clean the house
5. Vacuum the carpet
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5 mins
PRESENTATION
To help students use key language more appropriately before they read and listen.
VOCABULARY
* T asks Ss to look at the photos to guess the meaning of new words.
** Ss say the Vietnamese meaning of the word.
1. household (n) /ˈhaʊs.həʊld/
2. chore (n) /tʃɔːr/
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.
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4 mins
PRACTICE
– To get students interested in the topic.
– To get students to learn some vocabulary in the unit.
To practise reading for specific information
– To practise scanning
– To develop students’ knowledge of vocabulary for household chores
– To help students revive some collocations for the household chores so that they can use them in the following lessons.
– To help students practise scanning.
To help students identify present simple and present continuous and how they are used in sentences
TASK 1. LISTEN AND READ (p.8)
* T asks Ss to look at the picture (p.8 – 9) and answer the questions:
● Who are they?
● Where are they?
● What are they doing?
** Ss do the task individually
*** Ss share their answers with a partner.
**** T checks their answers with the whole class.
Suggested answers: Nam and Minh are two friends. They are at Nam’s home. Nam is cooking.
* T has the Ss read the conversation in pairs.
** Ss read the conversation
*** One pair reads aloud.
**** T collects common mistakes and gives comments.
TASK 2: TRUE OR FALSE
Read the conversation again and decide whether the following statements are true (T) or false (F). (p.9)
* T asks Ss to work individually to read the statements and underline the key words, then share their ideas with a partner who sits next to them.
** Ss do Task 2 individually first.
*** Ss share and discuss with their partners about the key words
**** T corrects their answers as a class.
1. Nam’s mother is cooking now.
2. Everybody in Nam’s family does some of the housework.
3. The children in Minh’s family don’t have to do any housework.
* T asks Ss to scan the conversation, locate the key words to find the answer for each the question with the partner who sits behind them
** Ss do the task in pairs.
**** T has Ss share their answers with the class. T confirms the correct answers and have Ss correct the false statement. T writes the correct sentence on the board.
Key:
1. F → Nam is cooking now.
2. T
3. T
TASK 3: FILL IN THE TABLE
Write the verbs/verb phrases that are used with the words or phrases in the conversation in 1. (p.9)
* T has Ss locate the verbs or phrasal verbs in the conversation, find the nouns or noun phrases after each verb/ phrasal verb to do the matching.
** Ss work individually
*** Ss share their answers with a partner
**** T checks and gives the correct answers with the whole class, and has them say the meaning of each collocation.
Answers:
1. put out the rubbish
2. do the laundry
3. shop for groceries
4. do the heavy lifting
5. do the washing-up
TASK 4: COMPLETE THE SENTENCES.
Complete the sentences from the conversation with the correct forms of the verbs in brackets. (p.9)
* T has Ss read each sentences, try to think of a verb or an auxiliary verb that will complete the gap.
** Ss do the task individually
*** Ss share the answers with a peer.
**** T asks the whole class to call out the verb forms first, then calls on individual students to read the complete sentences.
Answers:
1. ‘m preparing
2. does – ‘s working
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6 mins
10 mins
4 mins
4 mins
PRODUCTION
– To help students practise talking about activities which raise students’ awareness of their responsibilities.
– To practise teamworking.
– To give students authentic practice in using target language.
TASK 5: MAKE A POSTER!
Think about activities which you can do to raise other students’ awareness of their responsibilities towards their family.
* T gives Ss clear instructions in order to make sure Ss can do effectively.
– Divide Ss into 4 main groups .
– Ask Ss to work in groups to discuss and make a poster of activities to raise Ss’ awareness of their responsibilities towards their family.
– Observer Ss while they are discussing, note their language errors
** Ss do as instructed
**** T gives Ss feedback.
– Choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other students.
– Choose some typical errors and correct as a whole class without nominating the Ss’ names.
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8 mins
CONSOLIDATION
– To help students memorise the target language and skills that they have learned
– To inform students what the final product of the project should be and how students can prepare for it.
WRAP-UP
* T asks Ss: What have you learnt today?
– Some lexical items about household chores
– Reading for specific information
– Scanning
HOMEWORK
1. Exercises in the workbook
2. Project preparation
– Have Ss look at the last page of Unit 1, the Project lesson and ask them what topic of the project is.
– Tell them the project requirements: Do research on Family Day in Viet Nam or other countries in the world
+ suggest activities, provide the reasons and expected results of the activities;
+ present their plans in the last lesson of the unit.
– Remind Ss that besides brainstorming activities, they:
+ can search for ideas on the Internet, in the newspaper, etc. for reference.
+ should use photos/pictures to illustrate their ideas.
– Put Ss into groups and have them choose their group leader. Ask them to assign tasks for each member, making sure that all group members contribute to the project work.
– Help Ss set deadlines for each task.
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4mins
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
– Pronounce the consonant blends /br/, /kr/, and /tr/ correctly in individual words and in sentences;
– Understand and use some lexical items about family life;
– Distinguish and use present simple and present continuous.
2. Core competence
– Be collaborative and supportive in pair work and team work
– Access and consolidate information from a variety of sources
– Actively join in class activities
3. Personal qualities
– Be aware of responsibilities towards family
II. MATERIALS
– Grade 10 textbook, Unit 1, Language
– Computer connected to the Internet
– Projector/ TV/ pictures and cards
Language analysis
Present simple
Present continuous
1. Form
(+) S + V(s/es).
(-) S + do not/ does not (don’t / doesn’t) + V.
(?) Do/Does + S + V?
(+) S + am/is/are + Ving.
(-) S + am/is/ are + not (‘m not/ isn’t/ aren’t) + Ving.
(?) Am/ Is/ Are + S + Ving?
2. Uses
We use present simple to talk about habits or things we do regularly.
Example: My mother cooks every day.
We use present continuous to talk about things which are happening at the moment of speaking.
Example: My mother isn’t cooking now. She’s working in her office.
3. Time expressions
usually, always, every day, often, never, seldom…
��� adverbs of frequency
now, at the moment, at present, presently, …
………………
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